Child-centered curriculum is a curriculum centered on children's subjective activities and experiences, that is, a curriculum based on children's (learners') interests, needs and problems through the selection and organization of learning experience, and its learning form is to solve problems through children's activities. Children-centered courses are also called activity-centered courses or experiential courses. The idea of child-centered curriculum theory can be traced back to 18 century French enlightenment thinker J.J.Rousseau (17 12 ~ 1778). He advocated "naturalism" and "natural education theory", and advocated adopting the educational method of "conforming to nature" to get rid of the influence of feudal rule and cultivate "natural people" The importance of Rousseau's curriculum theory lies in the creative discovery of children's innate "naturalness". Education cannot ignore children's nature and real life, and must follow children's "self-initiative" and adopt educational methods suitable for children's "age development stage". Rousseau attached great importance to "direct experience" and even proposed that "there are no books outside the world and no teaching materials outside the facts". In Rousseau's Emile (1762), the basic idea of activity-centered curriculum theory has been put forward.

It is the American pragmatic philosopher Dewey (1859 ~ 1952) who gave a systematic theoretical basis to the child-centered curriculum. Starting from the political needs of the monopoly bourgeoisie, subjective idealism, empiricism and instinctive psychology, he put forward "school is society", "education is life" and "education is growth". He said: "The real center of school curriculum is not science, literature, history or geography, but children's own social activities." He believes that we should learn through activities and experiences, and disapproves of dividing the content into various school subjects. Because the content depends on both students and reality. He proposed to replace the traditional subject teaching with the design teaching based on the actual object.

Dewey's student W H kilpatrick (187 1 ~ 1965) founded the "design teaching method" (19 18), which fully embodies Dewey's child-centered curriculum theory. The so-called "design teaching" means that schools should educate students in planned activities. This kind of activity must be decided by the children themselves, and the children should make their own activity plans, carry out their own activities and evaluate their own effects. Children can acquire knowledge in design activities and cultivate their interests, abilities and various qualities. 19 19, the "progressive education association" was established, which made the child-centered curriculum widely spread in American primary and secondary schools (mainly primary schools) and formed a national education reform movement that lasted for nearly 50 years.

In old China, the "life education" advocated by Mr. Tao Xingzhi, the "integration of teaching" and the experiments in other experimental schools were based on the principles of "activity-centered curriculum" and "design teaching". After the founding of New China, this curriculum theory was criticized. However, during the Cultural Revolution in the 1960s, there appeared such practices as "organizing teaching with typical products" and "teaching driven by combat tasks", which were essentially the implementation of "activity-centered curriculum theory".

The main advantages of the child-centered curriculum theory are: (1) Starting from the problems that children (students) are interested in, learning activities are active and lively; (2) Pay attention to the close connection between study and living environment, and absorb rich contents such as life, experience and social problems into the school curriculum, which is conducive to enriching the school teaching content; (3) Paying attention to learning from activities and experiences is conducive to cultivating students' ability to solve problems.

Its main shortcomings are: (1) The content of the course is limited to children's daily life experience, ignoring the cultural science created by predecessors, which is not conducive to mastering the necessary basic knowledge and skills; (2) Emphasizing the psychological structure of the curriculum and ignoring the knowledge system and scientific logical structure is not conducive to students mastering systematic scientific knowledge. On the surface, it aims to give full play to students' subjectivity, but in essence, it limits the development of students' subjectivity. (3) Children are the center, and it is easy to despise the social task of education.

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